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Abstract
The swift convergence of generative artificial intelligence (GenAI), online instruction, and mobile dependence has transformed higher education, introducing both innovations and ethical problems for allied health training. Although individual studies on AI adoption, digital ethics, and device dependence exist, a significant empirical gap remains regarding how psychological reliance on mobile devices (nomophobia) and virtual-specific ethics jointly drive GenAI adoption among healthcare students, where ethical lapses directly impact clinical competence. To address this gap, this study examined the predictive roles of academic integrity, online learning integrity, and nomophobia in the use of AI tools among allied healthcare students at a higher education institution. Employing a quantitative cross-sectional design, the researchers collected data via convenience sampling among 300 full-time allied health students in Central Luzon, Philippines. The study used four research tools to gather pertinent data for the investigation, including an online survey administered during the second semester of the 2025-2026 academic year. Both descriptive and inferential statistics were employed using SPSS 23. Descriptive results showed high academic integrity, moderate AI usage and nomophobia, but low online learning integrity. Correlation analyses showed that AI tool use was positively associated with online learning integrity, nomophobia, and academic integrity. Multiple linear regression demonstrated that the model significantly predicted AI usage. Online learning integrity was the strongest predictor, followed by academic integrity and nomophobia. These results show that ethical digital engagement and mobile connectedness actively propel AI integration; ultimately, achieving SDG 4 objectives within healthcare education requires moving beyond prohibitive policies toward anticipatory digital governance, robust AI literacy, and ethical models that prepare future professionals for a digitally driven medical environment.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
International Journal of Changes in Education, Volume 4, Issue 1, 2027, Article No: em111
https://doi.org/10.29333/ijce/19473
Publication date: 02 Oct 2026
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